Fall, 2010

Clinical Psychology (PSYC 3160)

TR 11:30-12:45 @ Science Center 2505

Instructor: Dr. Wendy L. Wolfe

Office: Science Center 225

Phone: (912) 344-2955

Email:

Website: http://www.psych.armstrong.edu/faculty/wolfe/index.html

Office Hours: T & R 1:30-3:30, F 11-12, or by appt. (any changes will be announced in class)

Required Books:

Kramer, G., Bernstein, D., & Phares, V. (2009). Introduction to Clinical Psychology (7th Ed).

Upper Saddle River, NJ: Pearson Education.

Dumont, F., & Corsini, R. J. (2006). Six therapists and one client (2nd Ed). New York:

Springer Publishing Company.

Library Reserve:

American Psychological Association. (2000). Diagnostic and statistical manual of mental

disorders (4th ed., text revision). Washington, DC: Author.

At least two articles will be placed on electronic reserve (password = “client”).

Course Description and Objectives: The purpose of this course is to introduce you to the discipline of clinical psychology. We will discuss the history of the field, major concepts and heuristics, the scientific underpinnings of the discipline, and the contemporary practice of clinical psychology (to include assessment, psychotherapy, consultation, and sub-disciplines such as forensic and health psychology, among others). While this course may help you decide whether or not to pursue further training as a clinical psychologist or mental health practitioner, it will not provide the knowledge and training necessary to assess, diagnose, or treat yourself or others.

Student Responsibilities: Students are expected to attend all classes and to read assigned chapters and supplemental readings before the class period in which they will be discussed. In addition to being physically present, I expect students to be thoughtfully engaged (mentally present) during lectures and to be active participants in class activities and assignments. Students will be strongly encouraged throughout the course to think critically about the information presented and to demonstrate critical thinking skills through class activities and discussions. Additionally, students are expected to make relevant contributions to the class when questions are asked while being respectful of fellow classmates’ ideas and comments. For examination purposes, students will be responsible for all material contained within the assigned readings and presented in the lectures.

Grading: Grades in this course will be based on the following:

·  Unannounced quizzes, take home assignments, and class activities will be used to reward students who attend class regularly and who come to class prepared to learn. At least 7 such quizzes/activities/or assignments will be given over the course of the semester. However, it is likely that more than 7 will be given. In this event, only the 7 with the highest scores will be counted toward your grade. Quizzes cannot be made up and assignments cannot be turned in late. As such, students are strongly encouraged to complete assigned readings and attend class regularly.

·  Exams: Four exams will be given over the course of this semester. They will consist of a combination of multiple choice/true false/matching questions, and/or essay questions. Although there is no comprehensive final exam, the fourth exam will take place during the final exam period for this class and will include short answer/essay questions that require you to draw from material learned throughout the course. Exam questions will vary in difficulty. Some questions will seem easy, while others may appear confusing or difficult to answer. Exams are designed so that most students will answer some of the questions correctly, and only students who have achieved the highest level of understanding of the material will answer others correctly. The purpose of including questions with a variety of difficulty levels is to determine the depth and breadth of your understanding of the material. “Trick” questions are not tricky to those who have achieved the highest level of understanding.

·  Intake Summary and Case Conceptualization Papers: A role play of an intake interview with a pseudo-client will take place during a class meeting (tentatively scheduled on your calendar). The session will be videotaped and will be made available for reviewing. However, in the event of technological difficulties, do not count on the videotape alone. This means that you should make every possible effort to be in class that day. You will use this interview as the basis for a two-part assignment.

o  For the first part of this assignment, you will complete an intake summary of the pseudo-client. Based on the information presented during the interview, you will provide a DSM-IV diagnostic impression of the pseudo-client using all five axes. A copy of the DSM-IV will be on reserve at the library, along with copies the library maintains in their reference section. Following the diagnostic impression, you should include a brief synopsis (approximately one paragraph/half page) of your behavioral observations of the pseudo-client. Next, summarize (in 3-4 pages) the information reported by the pseudo-client during the intake interview. It is recommended that you organize the intake summary under the following headings: Diagnostic Impression, Behavioral Observations, Summary of Client Concerns and Background Information. The total length of the intake summary should be approximately 4-5 pages. The due date is noted on the calendar. See General Writing Requirements for more information.

o  For the second part of this assignment, you will complete a case conceptualization of the pseudo-client. Obviously, this second part of the assignment will be informed by the information you have gathered and summarized for the first part of the assignment. Your task for this second part of the assignment is to conceptualize the pseudo-client from at least two different theoretical perspectives (e.g., cognitive-behavioral, psychodynamic, humanistic). You can choose any theoretical perspective discussed in class, your text, or in supplemental readings. In this section, first briefly review how each perspective conceptualizes the development of problems/symptoms and what is believed to lead to therapeutic change. Next, discuss how a clinician operating from each perspective would view the pseudo-client in terms of the development and maintenance of his/her symptoms or problems. Third, discuss how a clinician operating from each perspective might treat the pseudo-client in terms of treatment strategies/interventions they would use. Finally, include how each type of clinician would monitor the pseudo-client’s progress (i.e., what would determine that the client was ready to leave treatment?). At the close of your paper, summarize your reactions to the exercise of wearing the “hats” of clinicians conceptualizing a client from different perspectives. Is there one you would favor over the other if you were working with an actual client, or would you try to integrate them or even choose another treatment altogether? Case conceptualization length should be approximately 4-5 pages. The due date is noted on the calendar. See General Writing Requirements for more information.

Extra Credit: You may choose one or both of the options below for extra credit. However, the maximum amount of extra credit points you can earn is 20.

(Option 1) You may choose to write one or more papers for extra credit. See me so that we can discuss options for extra credit papers.

(Option 2) For each hour of psychology department research participation that you complete, you can earn 10 extra credit points. Visit http://psych.armstrong.edu/researchparticipation to find out how to set up your research participation account and how to use Sona Systems to sign up for psychology department research studies. Please note that if you sign up for a timeslot to participate in a research study and find out that you cannot make it, you need to cancel your appointment on Sona Systems within the specified cancellation timeframe for the study. If you “no show” for a study, a penalty will be assessed.

Your final grade will be determined by the following:

400 / Points for 4 exams worth 100 points each
50 / Intake Summary
80 / Case Conceptualization
70 / Quizzes/Activities/Assignments (10 pts. Each)
600 / TOTAL POINTS

Of the 600 possible points, the minimum number needed to earn a particular grade are listed below:

A / 540 points
B / 480 points
C / 420 points
D / 360 points
F / < 360 points

General Writing Requirements: Papers should be double-spaced and typed using 12 point Times New Roman font. Margins are to be set on all sides at 1”. Paper length requirements do not include cover/title pages. Please make sure your name is typed on a cover page or at the top of the first page (in this case, start the body of the paper right below your name) and that all pages are stapled together. I will not provide a stapler in class, so you must do this before turning your paper in. Check your paper closely for spelling and grammatical errors as you will be penalized for these. I reserve the right to return papers un-graded that I cannot easily comprehend due to poor writing. In this case, the paper should be re-written and will receive the late paper penalty (see next page). Students are strongly encouraged to have others proofread your papers or to utilize the writing center on campus for assistance. Any resources used for your paper should be cited using APA style referencing. A copy of the APA Publication Manual (6th edition) can be found in the library. Or, you can find a brief guide to APA style at this website: http://owl.english.purdue.edu/owl/resource/560/01/ . Papers will be collected at the start of class on the date they are due.

Absences: It will be very difficult to do well in this course if you do not attend regularly! Although you are strongly encouraged to attend all classes, you do not need to contact me if you will be absent from class. Check with a classmate to get class notes and announcements you may have missed. You are responsible for information you missed in class. If an exam is missed, a make-up essay exam will be scheduled at my convenience, but only in the case of a well documented emergency (e.g., hospital note) that prevented you from taking the regularly scheduled exam. Make-up exams may be in an alternate form from the regular exam.

Late Papers/Projects: Do not turn in late work! Unless paper is late due to a (documented) emergency, papers turned in late will be deducted 5% per day late (not per class day). Papers turned in on the due date, but after the beginning of class, will be considered one day late.

Students with Special Needs: Any student with a disability who is in need of an accommodation should see me as early as possible.

Academic Integrity: Good academic work must be based on honesty. I do not expect to have problems with cheating or plagiarism; however, I take these issues very seriously. All students are expected to be familiar with and abide by the Armstrong Atlantic State University Honor Code, especially in regard to the policies on Academic Integrity. Any suspicion of cheating or commission of plagiarism will be referred to the Office of Student Affairs as a possible violation of the Honor Code. The term “unauthorized aid”, as referenced in the Honor Code, for the purposes of this course will consist of the following: looking at another student’s exam before, during, or after the exam period or allowing this to occur to your own exam; looking at another student’s exam booklet from a previous semester; and use of “crib” notes, textbooks, or electronic communications of exam information during the examination.

Disruptions: Certain behaviors are disruptive to other students and to me as an instructor. To avoid hindering the learning process for us all please make every attempt to avoid the following during class time:

Fall, 2010

· sleeping or appearing obviously bored or inattentive

· arriving late

· leaving early

· packing up your stuff early

· leaving cell phones or other electronic communication/entertainment devices on in class

· reading or doing other work in class

· talking during lectures

Fall, 2010

For Psychology Majors: By taking this course, you are consenting to documentation of your performance, above and beyond grade assignments, for departmental evaluation purposes. Advanced psychology students (students who have completed Psyc 2200) in the B.A. degree program, and those in the B.S. degree program who anticipate pursuing a general or ABA internship placement, may request that a Professional Development Evaluation (PDE) form be completed by this instructor at the end of the semester. The instructor reserves the right to complete an optional PDE on any psychology majors taking the course. Completed PDE’s are maintained in a locked file within the department and information therein is shared with other faculty in the department in order to track exemplary and problematic performance, as well as readiness for internship placement. If you are unfamiliar with the form, you may request a copy from the instructor.

Calendar: The schedule of topics, reading assignments, and exams is tentative. Some topics may be covered more quickly or slowly than anticipated. In addition, guest lectures or other in-class activities may be scheduled that require lectures to be postponed or rearranged. YOU ARE RESPONSIBLE for any changes announced in class. Readings (due that class) are in parentheses.

Week of (Tuesday): / Tuesday / Thursday
8/17 / Introduction to course / Introduction to clinical psychology and its history (Ch. 1 & 2)
8/24 / Assessment Basics (Ch. 3) / Diagnosis
8/31 / Interviewing and Observation (Ch. 4) / Interviewing and Observation
9/7 / Testing (Ch. 5) / Testing
9/14 / Exam 1 / Basics of Clinical Interventions (Ch. 6)
9/21 / Pseudo-Client Intake (Six Therapists Ch. 1) / Psychodynamic Therapy (Ch. 7)
9/28 / Psychodynamic Therapy (Six Therapists Ch. 5) / Humanistic Therapy (Ch. 7)
10/5 / Humanistic Therapy (Six Therapists Ch. 6)
Last day to withdraw w/ “W” grade: 10/6
Intake Summary Due / Exam 2
10/12 / No Class – Fall Break! / Behavior Therapy (Ch. 8)
10/19 / Cognitive Therapy (Ch. 8, Six Therapists Ch.3) / Cognitive-Behavioral Therapy & Recent Developments (Six Therapists Ch. 7)
10/26 / Integrative & Transtheoretical Models (Electronic Reserve Article 1, Six Therapists Ch. 4) / Integrative & Transtheoretical Models of Therapy (Electronic Reserve Article 2)
11/2 / Family Therapy (Ch. 9) / Alternative Modes of Intervention (Ch. 9), Psychotherapy Summary
11/9 / Exam 3 / Clinical Child Psychology (Ch. 11)
11/16 / Health Psychology (Ch. 12) / Clinical Neuropsychology (Ch. 13)
11/23 / Forensic Psychology (Ch. 14)
Case Conceptualization Due / No Class – Thanksgiving Break!
11/30 / Professional Issues (Ch. 15) / Career Issues (Ch. 16)
Last Day to Complete Extra Credit
12/7 / No Class / No Class
12/14 / Exam 4: 12/14 @ 11:00